Beginning Algebra

9th Auflage
ISBN: 978-0-07-338445-0
Verlag: McGraw Hill LLC

Buch, Englisch, 800 Seiten, Format (B × H): 211 mm x 274 mm, Gewicht: 1565 g

Beginning Algebra, 9th edition, by Baratto, Bergman, and Hutchison is part of the latest offerings in the successful Hutchison Series in Mathematics. The book is designed for a one-semester course in beginning algebra and is appropriate for lecture, learning center, laboratory, and self-paced settings. The ninth edition continues the series’ hallmark approach of encouraging mastery of mathematics through careful practice. The text provides detailed, straightforward explanations and accessible pedagogy to help students grow their math skills from the ground up. The authors use a three-pronged approach of communication, pattern recognition, and problem solving to present concepts understandably, stimulate critical-thinking skills, and stress reading and communication skills in order to help students become effective problem-solvers. Features such as Tips for Student Success, Check Yourself exercises, and Activities underscore this approach and the underlying philosophy of mastering math through practice. Exercise sets have been significantly expanded and are now better-organized, and applications are now more thoroughly integrated throughout the text. The text is fully-integrated with McGraw-Hill’s new online learning system, Connect Math Hosted by ALEKS Corp, and is available with ALEKS 360.

Autoren/Hrsg.

Baratto, Stefan

Bergman, Barry

Hutchison, Donald

Fachgebiete

• Mathematik | Informatik Mathematik Algebra Elementare Algebra

Inhaltsverzeichnis

PrefaceApplications IndexChapter 0. An Arithmetic Review (online-only chapter)Chapter 0: Prerequisite Check0.1 Factors and Multiples0.2 Fractions and Mixed Numbers0.3 Decimals and Percents0.4 Exponents and the Order of Operations0.5 Positive and Negative NumbersChapter 0: SummaryChapter 0: Summary ExercisesChapter 0: Chapter TestChapter 1. From Arithmetic to AlgebraChapter 1: Prerequisite Check1.1 An Introduction to Real Numbers1.2 Adding and Subtracting Real Numbers1.3 Multiplying and Dividing Real Numbers1.4 Transition to Algebra1.5 Evaluating Algebraic Expressions1.6 Adding and Subtracting Terms1.7 Multiplying and Dividing TermsChapter 1: SummaryChapter 1: Summary ExercisesChapter 1: Chapter TestActivity 1: Evaluating Net PayChapter 2. Equations and Problem SolvingChapter 2: Prerequisite Check2.1 Solving Equations with the Addition Property2.2 Solving Equations with the Multiplication Property2.3 Combining the Rules to Solve Equations2.4 Formulas and Problem Solving2.5 An Introduction to InequalitiesChapter 2: SummaryChapter 2: Summary ExercisesChapter 2: Chapter TestChapters 1-2: Cumulative ReviewActivity 2: Exchanging MoneyChapter 3. Exponents and PolynomialsChapter 3: Prerequisite Check3.1 Positive Integer Exponents3.2 Integer Exponents and Scientific Notation3.3 An Introduction to Polynomials3.4 Adding and Subtracting Polynomials3.5 Multiplying Polynomials3.6 Dividing PolynomialsChapter 3: SummaryChapter 3: Summary ExercisesChapter 3: Chapter TestChapters 1-3: Cumulative ReviewActivity 3: Wealth and Compound InterestChapter 4. FactoringChapter 4: Prerequisite Check4.1 An Introduction to Factoring4.2 Factoring Trinomials of the Form x2 + bx + c4.3 Factoring Trinomials of the Form ax2 + bx + c4.4 Factoring Special Products4.5 Factoring Strategies4.6 Factoring and Problem SolvingChapter 4: SummaryChapter 4: Summary ExercisesChapter 4: Chapter TestChapters 1-4: Cumulative ReviewActivity 4: ISBNs and the Check DigitChapter 5. Rational ExpressionsChapter 5: Prerequisite Check5.1 Simplifying Rational Expressions5.2 Multiplying and Dividing Rational Expressions5.3 Adding and Subtracting Rational Expressions5.4 Complex Rational Expressions5.5 Rational Expressions and Problem SolvingChapter 5: SummaryChapter 5: Summary ExercisesChapter 5: Chapter TestChapters 1-5: Cumulative ReviewActivity 5: Determining State ApportionmentChapter 6. Linear EquationsChapter 6: Prerequisite Check6.1 Two-Variable Equations6.2 The Rectangular Coordinate System6.3 Graphing Linear Equations6.4 The Slope of a Line6.5 Tables and GraphsChapter 6: SummaryChapter 6: Summary ExercisesChapter 6: Chapter TestChapters 1-6: Cumulative ReviewActivity 6: Graphing with a CalculatorChapter 7. Equations, Inequalities, and FunctionsChapter 7: Prerequisite Check7.1 The Slope-Intercept Form7.2 Linear Equations7.3 Graphing Linear Inequalities7.4 An Introduction to FunctionsChapter 7: SummaryChapter 7: Summary ExercisesChapter 7: Chapter TestChapters 1-7: Cumulative ReviewActivity 7: Graphing with the InternetChapter 8. Systems of Linear EquationsChapter 8: Prerequisite Check8.1 Graphing Systems of Linear Equations8.2 Solving Systems of Equations with the Addition Method8.3 Solving Systems of Equations by Substitution8.4 Systems of Linear InequalitiesChapter 8: SummaryChapter 8: Summary ExercisesChapter 8: Chapter TestChapters 1-8: Cumulative ReviewActivity 8: Agricultural TechnologyChapter 9. Roots and RadicalsChapter 9: Prerequisite Check9.1 Roots and Radicals9.2 Simplifying Radical Expressions9.3 Operations on Radical Expressions9.4 Solving Radical Equations9.5 The Pythagorean TheoremChapter 9: SummaryChapter 9: Summary ExercisesChapter 9: Chapter TestChapters 1-9: Cumulative ReviewActivity 9: The Swing of a PendulumChapter 10. Quadratic EquationsChapter 10: Prerequisite Check10.1 Solving Quadratic Equations10.2 Completing the Square10.3 The Quadratic Formula10.4 Graphing Quadratic EquationsChapter 10: SummaryChapter 10: Summary ExercisesChapter 10: Chapter TestChapters 1-10: Cumulative ReviewActivity 10: The Gravity ModelFinal ExaminationAnswers to Prerequisite Checks, Reading Your Text, Summary Exercises, Chapter Tests, and Cumulative ReviewsIndex

Über Autor(innen)

Hutchison, Donald
Don began teaching in a preschool while he was an undergraduate. He subsequently taught children with disabilities, adults with disabilities, high school mathematics, and college mathematics. Although each position offered different challenges, it was always breaking a challenging lesson into teachable components that he most enjoyed.

It was at Clackamas Community College that he found his professional niche. The community college allowed him to focus on teaching within a department that constantly challenged faculty and students to expect more. Under the guidance of Jim Streeter, Don learned to present his approach to teaching in the form of a textbook. Don has also been an active member of many professional organizations. He has been president of ORMATYC, AMATYC committee chair, and ACM curriculum committee member. He has presented at AMATYC, ORMATYC, AACC, MAA, ICTCM, and a variety of other conferences.

Above all, he encourages you to be involved, whether as a teacher or as a learner. Whether discussing curricula at a professional meeting or homework in a cafeteria, it is the process of communicating an idea that helps one to clarify it.

Bergman, Barry
Barry has enjoyed teaching mathematics to a wide variety of students over the years. He began in the fi eld of adult basic education and moved into the teaching of high school mathematics in 1977. He taught high school math for 11 years, at which point he served as a K-12 mathematics specialist for his county. This work allowed him the opportunity to help promote the emerging NCTM standards in his region.

In 1990, Barry began the next portion of his career, having been hired to teach at Clackamas Community College. He maintains a strong interest in the appropriate use of technology and visual models in the learning of mathematics.

Throughout the past 32 years, Barry has played an active role in professional organizations. As a member of OCTM, he contributed several articles and activities to the group’s journal. He has presented at AMATYC, OCTM, NCTM, ORMATYC, and ICTCM conferences. Barry also served 4 years as an offi cer of ORMATYC and participated on an AMATYC committee to provide feedback to revisions of NCTM’s standards.

Baratto, Stefan
Stefan began teaching math and science in New York City middle schools. He also taught math at the University of Oregon, Southeast Missouri State University, and York County Technical College. Currently, Stefan is a member of the mathematics faculty at Clackamas Community College where he has found a niche, delighting in the CCC faculty, staff, and students. Stefan’s own education includes the University of Michigan (BGS, 1988), Brooklyn College (CUNY), and the University of Oregon (MS, 1996).

Stefan is currently serving on the AMATYC Executive Board as the organization’s Northwest Vice President. He has also been involved with ORMATYC, NEMATYC, NCTM, and the State of Oregon Math Chairs group, as well as other local organizations. He has applied his knowledge of math to various fi elds, using statistics, technology, and web design. More personally, Stefan and his wife, Peggy, try to spend time enjoying the wonders of Oregon and the Pacifi c Northwest. Their activities include scuba diving, self-defense training, and hiking.